Toddler toy system and method

ABSTRACT

An educational and recreational toy system for toddlers including a plurality of toy components having various shapes and sizes. The various shapes and sizes of the components are based upon a unit measurement. Toy structures are provided, including a balance, a stringer, and a pegboard for integrated use with the components. The toy components may be used interchangeably/among the various toy structures. According to the invention, the system allows a child to improve motor, coordination, and thinking skills. This is accomplished by using the toy components—in conjunction with the toy structures—for matching, piling, patterning, and balancing exercises.

FIELD OF THE INVENTION

[0001] This invention relates to a toy system for use by toddlers, thesystem having interchangeable component parts, and a method of usethereof.

BACKGROUND OF THE INVENTION

[0002] While toys are typically considered to be play items forchildren, toys also serve a more important role. Namely, toys help todevelop proficiency in motor, coordination, and thinking skills. Withthis in mind, some toys are designed expressly to aid in developing theminds and skills of children. Regardless, even toys that are designedspecifically to entertain, routinely help improve the aforementionedskills.

[0003] In designing toys, a prime consideration is the age group forwhich a particular toy is directed. Toys intended for use by childrenunder the age of one often provide sensory stimulation—triggered by thechild—in the form of sound and light. One such toy, commonly known as arattle, creates noise when moved by a child. As they grow older,children are introduced to toys for which simple rules govern play.These toys often develop skills through repetitive tasks. Eventually, achild may graduate to relatively complex board games and the like, inwhich detailed rules govern play. Such toys are typically designed formultiple users and have the further goal of building social skills.

[0004] Toys that are specifically intended for use by toddlers (childrenunder the age of three) are designed to allow children to carry outelementary functions such as inserting, matching, piling, patterning,balancing, and the like. In turn, these toys typically consist of acollection of common objects such as blocks, rings, and pegs. Using suchobjects, a child is provided with tasks bounded by simple rules. Forexample, a goal may be to group objects having the same color, or tostack objects having the same shape.

[0005] The prior art is replete with examples of toys specificallyintended for use by toddlers. A well known toy includes a rope alongwith rings and beads. The child threads the rings and/or beads on therope in various patterns. Another toy that is well known in the priorart is a pegboard. Such a toy consists of a board, on which pegs aredisposed, along with rings that are to be arranged on the pegs. As withthe rope toy, the rings can be arranged in a pattern. Simple balanceshaving a lever and fulcrum have also been used as toys. The lever ofsuch a balance may include buckets in which weighted objects are to beplaced, or in the alternative, pegs may be disposed on the balance toreceive rings or other objects.

[0006] While the aforementioned educational toys are simple, it isunquestionable that they have vast importance in helping to develop theminds of toddlers. However, play with these individual toys becomesmonotonous with time. While a group of these toys can be provided to achild, acquiring the toys separately is not economical. Instead, becausesuch toys typically make use of similar components, a system of toystructures using a single set of components would provide better valueto the purchaser of such a system.

[0007] With regard to the standard toddler toys discussed, novelvariations have been disclosed in the prior art. However, none of thesetoys includes the ability to use toy components interchangeably withmore than one of the standard toys. For instance, U.S. Pat. No.5,035,666 to Kang discloses a recreational toy including blocks havingrectangular protrusions. The blocks have letters and symbols on theirfaces. A platform is also provided on which the blocks may be securelyplaced. However, the blocks and platform are designed to be used in oneway and lack the flexibility to be used in conjunction with other typesof toys.

[0008] The inflexibility of prior art toys for toddlers is alsodemonstrated by U.S. Pat. No. 4,534,736 to Cogdill. This patentdiscloses an educational toy comprising a threaded shaft upon whichblocks are rigidly fixed to opposite ends. Between the fixed blocks areblocks that are rotatable and otherwise moveable. In turn, the blockscan be aligned in various desired patterns. However, because the blocksare fixed to the shaft, the blocks can be used for one intended purpose.

[0009] Thus, there remains a need for a toy system that is provided withone or more toy structures, such as a balance, a stringer, and apegboard. The system would include toy components such as blocks, rings,and the like, that can be interchangeably used with each toy structure.

SUMMARY OF THE INVENTION

[0010] An object of the present invention is to provide a toy systemthat functions as an amusement device and as a skill building tool.

[0011] Another object of this invention is to provide a group of toycomponents that can be used interchangeably with a group of toystructures.

[0012] It is yet another object of the present invention to provide agroup of toy components that are sized according to a unit measurement.

[0013] In accordance with one embodiment of the invention, toycomponents are provided consisting of rings, cylinder rings, columns,and plaques. Each toy component has a hole communicating between two ofthe component's surfaces allowing the components to be utilized with avariety of toy structures. These structures include, balances,pegboards, and stringers, all of which are designed to accommodate thetoy components. As the sizes of components are based on a unitmeasurement, stacking exercises, and the like, are enhanced.

[0014] The above description sets forth rather broadly the moreimportant features of the present invention in order that the detaileddescription thereof that follows may be understood, and in order thatthe present contributions to the art may be better appreciated. Otherobjects and features of the present invention will become apparent fromthe following detailed description considered in conjunction with theaccompanying drawings. It is to be understood, however, that thedrawings are designed solely for the purposes of illustration and not asa definition of the limits of the invention, for which reference shouldbe made to the appended claims.

BRIEF DESCRIPTION OF THE DRAWINGS

[0015]FIG. 1 is a perspective view of various toy components that areused in conjunction with a stringer, a balance, and a pegboard;

[0016]FIG. 2a is a perspective view of a stopper and stringer toystructure;

[0017]FIG. 2b is a perspective view of a stringer with variouscomponents and stoppers;

[0018]FIG. 3a is a perspective view of a balance toy structure;

[0019]FIG. 3b is an exploded perspective view of the balance toystructure as shown in FIG. 3a;

[0020]FIG. 4 is a perspective view of a peg board toy structure;

[0021]FIG. 5 is a perspective view of a tube set, the tube set havingballs, a tube, and a base;

[0022]FIG. 6 is a perspective view of a fitting board, the fitting boardhaving a board and board pieces; and

[0023]FIG. 7 is a perspective view of a shape board, the shape boardhaving a board and shape blocks.

DETAILED DESCRIPTION OF THE INVENTION

[0024] With reference to FIG. 1, toy components 10, that are usedinterchangeably with multiple toy structures, are shown. Square plaquecomponent 12 is a cubical block having four sides of equal length. Atthe center of square plaque component 12 a hole 2 is provided. Cylindercomponent 14, is a cylindrically shaped block having a hole 2 providedthrough its center. In one embodiment, ridges may be disposed on theoutside surface of cylinder component 14. Bead component 19 is a spherehaving a hole 2 provided through its center. Column ring 16, is acylindrically shaped block having an open center 3. Open center 3 has adiameter that is large enough to allow column ring 16 to pass overcylinder component 14 and bead component 19. Ring component 18 is a ringhaving a circular cross-section. Like column ring 16, the open center 3of ring 18 allows it to pass over cylinder 14 and bead 19 Components 10shown in FIG. 1 represent a small example of the many different shapesand sizes that can be used in conjunction with this system.

[0025] In the preferred embodiment, all of the aforementioned components10 are fabricated from wood. A number of each of the components 10 areprovided. In one embodiment, each component 10 has a different color andheight. Preferably the heights are multiples of one another. Forinstance, cylinder component 4 and column ring component 16 are providedwith heights of 1½ inches, and 3 inches. Likewise, square plaquecomponent 12 has a height of 2 inch and may be provided at heights of 1inch, 1½ inches, and other heights.

[0026] The mathematical equivalency between components 10 creates animportant feature of the system. Namely, stacking an appropriate numberof shorter components 10 will result in a height that is equivalent to ataller component. For instance, two column rings 16 that are 1½ inchesin height can be stacked on top of one another and together approximatethe height of a 3 inch column ring 16. Thus, throughout the system,stacking exercises are enhanced, allowing a child to discover andunderstand the dimensional relationship between components 10.

[0027] The texture that may be applied to cylinder component 14 isornamental in nature and also serves three or more utility functions.(It should be noted that such texture may also be applied to any of theother components 10.) It is important that a child learns to recognizevarying surface textures. The texture applied to components 10 isvisually stimulating to a child user. Likewise, the surface textureappeals to the sense of touch. The texture allows a child to understandthe words associated with different surfaces. Additionally, as mentionedabove, column ring 16 and ring 18 may be capable of passing overcylinder 14. If cylinder 14 is ribbed or otherwise textured, column ring16 and cylinder 14 may vibrate as column ring 16 is passed over cylinder14. Such a vibration may be of a frequency that it is audible to thehuman ear. In turn, a textured component 10 can provide auditorystimulation.

[0028] Stringer Toy Structure

[0029] Turning now to FIG. 2a, a stopper 21 and a stringer 22 are shown.Stopper 21 is preferably fabricated from wood in the shape of asix-sided rectangular form. However, stopper 21 may take on virtuallyany shape as long as the stopper 21 is provided with two or morestringer holes 23 a and 23 b communicating between two of its faces.Stringer 22 is preferably fabricated from flexible, hollow tubularmaterial with a cylindrical rope-like shape having a length that isgreater than its diameter. Preferably the length of stringer 22 is atleast ten times greater than the diameter of stringer 22. As shown inFIG. 2a, the diameter of stringer 22 is smaller than the diameter ofstringer holes 23 to allow insertion of stringer 22 into holes 23 a and23 b.

[0030] In one embodiment, to begin use of stringer 22 with components10, stopper 21 is first applied to stringer 22. First, one end ofstringer 22 is inserted through hole 23 a in stopper 21. Stringer 22 isthen bent to allow the same end of stringer 22 to enter hole 23 b fromthe opposite direction. Stringer 22 is flexible and biased towards itslinear configuration. Thus, when an end of stringer 22 is placed inholes 23 as described, stringer 22, in a bid to move to its unbiasedposition, is forced against the sides of holes 23. The friction producedbetween stringer 22 and stopper 21 serves to hold stringer 22 in place.

[0031] Now with reference to FIG. 2b, after stopper 21 is attached tostringer 22, components 10 may be threaded onto stringer 22. Threadingcomponents 10 on stringer 22 may help to improve the hand-eyecoordination of a child. Additionally, a child may learn to group colorsand shapes when stringing components 10. Also, as described above,textured components 10, that have outer diameters that are smaller thanthe inner diameters of other components 10, can produce sound when movedappropriately. When a desired amount of components 10 are threaded ontostringer 22, another stopper 21 may be attached to the other end ofstringer 22 in the manner described.

[0032] Balance Toy Structure

[0033] Pictured in FIG. 3a is a balance toy structure 30. Balance toystructure 30 is constructed from two main components that are separablefrom one another. The first component comprises a base 32 and sidesupports 34. The second component comprises balance board 36 along withcenter mass 39 and pegs 38.

[0034] Base 32 preferably has a generally cubical shape which, in oneembodiment, has a length of six inches, a width of four inches, and athickness of approximately three-fourths of an inch. However, manyshapes and sizes may be used as an appropriate base 32 as long as astable flat surface is provided. Side supports 34 are similar in shapeto base 32 but, in one embodiment, have rounded tops 37. Side supports34 can be attached to base 32 in a number of ways. For instance, amortise and tenon joint may be provided. In such a case, appropriateglue can be used to seal the joint. In another instance, threadedfasteners may be employed to attach side supports 34 to base 32.

[0035] Turning now to FIG. 3b, a view of a side support 34 is presentedexposing details that cannot be seen in FIG. 3a. Disposed on one side ofside support 34 is a pin 24. Pin 24 corresponds to a channel 26 which isdiscussed below in more detail. In the preferred embodiment, pin 24 isdisposed within a hole provided in one side of side support 34. The pinmay be held in place by a friction, glue, or other appropriate means.

[0036] Balance board 36 has a generally cubical shape. In oneembodiment, balance board 36 is sixteen inches in length, two andthree-quarters inches in width, and one-half inch thick. Turning onceagain to FIG. 3b a view of balance board 36 is presented which exposesdetails that cannot be seen in FIG. 3a, namely, bottom surface 25 ofbalance board 36. At the center of balance board 36, channels 26 areconfigured to extend longitudinally from the edges of balance board 36in a fashion perpendicular to the edges. Channels 26 may also be onechannel extending across the entire width of balance board 36.Alternatively, channels 26 may be replaced by holes (not shown) in theside of balance board 36. During construction of balance toy structure,pins 24 would be inserted into the holes large enough to allow balanceboard 25 to freely rotate.

[0037] Turning back now to FIG. 3a, top surface 27 of balance board isshown. Disposed on top surface 27 are pegs 38 and center mass 39. Pegs38 and center mass 39 may be attached to balance board 36 utilizingappropriately shaped cavities on balance board, threaded fasteners, orother means. In one embodiment, pegs 38 are themselves threaded and theappropriately shaped cavities are tapped to receive pegs 38. Preferably,pegs 39 are each disposed a unit distance from the center of balanceboard 36. For example, if a peg 39 is disposed two inches from thecenter of balance board 36, another peg 39 would be disposed four inchesfrom the center of balance board 36. In the preferred embodiment, thebalance 30 is fabricated from wood.

[0038] In addition to being used with stinger 22, components 10 are alsoused in conjunction with balance 30. Pegs 38 disposed on balance 30 aredesigned to receive components 10. Components 10 are placed on pegs 38in varying configurations. By doing so, a child user may learn aboutbalancing properties. Components 10 placed on balance 30 create a momentabout the center of balance board 36. This moment can be described bythe formula:

M=r×F

[0039] where M is equivalent to the moment, r is equivalent to thedistance of the component from the center of the balance board, and F isequivalent to the force exerted by component 10 on balance board 36.Balance board 36 will remain level when the moment on one side isequivalent to the moment on the other side. This can also be representedwith a formula which is as follows:

r ₁ ×F ₁ =r ₂ ×F ₂

[0040] where the subscript “1” refers to the first side of balance board36 and subscript “2” refers to the second side of balance board 36.

[0041] Because components 10 such as cylinder 4 are provided in varyingsizes, they are necessarily provided in varying weights as well. Assizes are multiples of one another, weights are roughly multiples aswell. Thus, for example, a child can discover that two cylinders 14 willbalance one cylinder 14 that is double the height of the other two (thisassumes that the cylinders are placed on pegs 38 that are equidistantfrom center mass 39). In another example, a child may discover that afirst component 10 positioned one unit from the center will balance asecond component 10 that is half the weight of the first component 10and positioned two units from the center.

[0042] Pegboard Toy Structure

[0043]FIG. 4 provides a view of a pegboard toy structure 40 that iscomprised of base 42 and pegs 44. While any number of pegs 44 may used,in the preferred embodiment three pegs 44 are selected. Pegs 44 can beattached to base 42 in a number of ways. Cavities may be provided onbase 42 corresponding to the diameter of pegs 44. Pegs 44 may then befriction fitted or glued into the holes. Alternatively, threadedfasteners may be used to attach pegs 44 to base 42. As with balance 30,pegs 42 may be threaded and thus screwed into corresponding tappedcavities. Pegs 42 preferably have a diameter that is smaller than theinside diameter of components 10. In one embodiment, all pegs 44 onboard 42 have the same diameter. More than one pegboard toy structure 40may be provided, each having pegs 44 with a different diameter. In thepreferred embodiment pegboard toy structure 40 is fabricated from wood.

[0044] With continued reference to FIG. 4, it can be seen thatcomponents 10 may also be used in conjunction with pegboard toystructure 40. As with stringer 22, components 10 can be stacked andorganized on pegs 44. Using pegs 44, children can observe heightdifferences of components 10 and match colors and types of components10. In one embodiment of the invention, more than one pegboard toystructure 40 is provided. Each pegboard toy structure 40 has pegs 44that have different diameters. A younger child whose hand-eyecoordination is not fully developed may use a pegboard 40 withrelatively large pegs 44. Larger pegs 44 allow a child to more easilyplace components 10 on pegs 44. The child may then graduate to apegboard 40 with relatively smaller pegs 44 as child's hand-eyecoordination is better developed.

[0045] Tube Set

[0046] With reference to FIG. 5, a tube set 50 is shown that comprisesbase 52, tube holder 54, tube 56, balls 58, and stands 59. Tube holder54 has a generally cylindrical shape. In one embodiment, tube holder 54is attached to base 52 utilizing a hole provided in base 52. In oneembodiment, tube holder 54 is glued into the hole. However, threadedfasteners or other means can also be used to attach holder 54 to base52. Alternatively, base 52 and tube holder 54 may be one integratedpiece of material. Preferably, tube holder 54 and base 52 are fabricatedfrom wood.

[0047] Tube 56 is a length of transparent, hollow cylindrical materialpreferably fabricated from butyrate. Tube 56 has an inside diameterwhich slightly exceeds that of tube holder 54 so that tube 56 may beplaced over tube holder 54. Balls 58 are spherical and have a diameterthat approximates that of tube holder 54. Thus, balls 58 fit within theinside diameter of tube 56 with only a small gap between the surface ofballs 58 and the inside surface of tube 56. Preferably this gap does notexceed one millimeter along the circumference of balls 58. In oneembodiment, balls 58 have diameters that are equivalent to one-third thelength of tube 56 when subtracting the length of tube holder 54.Therefore, when tube 56 is placed on tube holder 54 and balls 58 areinserted into tube 56, the surface of a ball 58 is level with theopening of the tube. Stands 59 may also be provided and are preferablyfabricated from wood. Stands 59 are cubical in shape with a semicircularpiece of material cut away from the block. Preferably the radius of thesemicircle is half that of the outer diameter of tube 56.

[0048] Balls 58 may be placed inside tube 56 to demonstrate the way inwhich balls 58 stack upon one another. Tube 56 may be placed on onestand 59 such that tube 56 is at an angle to a flat horizontal surface.Balls 58 may then be rolled through tube 56. This exercise demonstratesvarious laws of nature to a child. Moreover, in following balls 58 asthey move, the child is likely to experience visual tracking. Visualtracking is an important skill that allows a child to become betteraware of the surrounding dynamic environment.

[0049] Because the inside diameter of tube 56 is only slightly largerthan balls 58, when the airflow is restricted out of one end of tube 56(for example, by placing tube 56 on tube holder on base 54), and a ball58 is inserted in the other end of the tube, air trapped in the tubemust pass out past the ball. A vibration is caused by the air as itpasses through the small space between ball 58 and tube 56. Thisvibration may be audible (making a “whooshing sound”) and may thusprovide additional sensory stimulation for the child. Also, when airflowis restricted, balls 58 tend to glide relatively slowly within the tube.On the other hand, when airflow is unrestricted, balls 58 tend to rollunimpeded through the tube at a relatively faster rate. Thesedifferences may be observed by the child-user and provide furtherlearning opportunities.

[0050] Shape Board and Fitting Board Toy Structures

[0051] Shape board toy structure 60 and fitting board toy structure 70,which are preferably fabricated from wood, are shown in FIGS. 6 and 7.Boards 60 and 70 are generally cubical in shape but can be anyappropriate shape as long as a flat surface is provided. Respectively,boards 60 and 70 have cavities 66 and 76 disposed upon their surfaceswhich correspond to the cross sections of pegs 64 and shapes 74.

[0052] With respect to pegboard 60, pegs 64 can be removed from board 62leaving a child to replace pegs 64. Because pegs 64 may be provided atvarious heights, organization with respect to height may be a goal forthe child. For instance, as is shown in FIG. 6, the aim may be to placeshorter pegs 64 in front holes 66 and taller pegs 64 in rear holes 66.Additionally, a child may graduate from pegs 64 with a roundcross-section to pegs 64 with a faceted cross section (and holes 66 withcorresponding cross section). Greater skill and dexterity are requiredto place pegs with faceted cross sections in holes 66. In oneembodiment, pegs 64 are provided in various colors. The colors allow foradditional matching and sorting exercises.

[0053] With respect to shapeboard 70, shapes 74 are provided havingvarious cross sections that correspond to the cross sections of cavities76. Thus, a particular shape 74 fits only in its corresponding cavity76. A child must recognize and appreciate the differences in shapes 74when attempting to fit them into cavities 76. Advanced shape boards 72may be provided that contain shapes 74 with relatively more facets.Also, shapes 74 may be different colors allowing for further developmentand stimulation for the child.

[0054] Thus, while there have been shown and described and pointed outfundamental novel features of the invention as applied to alternativeembodiments thereof, it will be understood that various omissions andsubstitutions and changes in the form and details of the disclosedinvention may be made by those skilled in the art without departing fromthe spirit of the invention. It is the intention, therefore, to belimited only as indicated by the scope of the claims appended hereto. Itis to be understood that the drawings are not necessarily drawn toscale, but that they are merely conceptual in nature.

What is claimed is:
 1. A toy system comprising: a ringed component; acylindrical component having an inner cylinder diameter, an outercylinder diameter, and a cylinder height; a column ring having an innercolumn diameter that is larger than said outer cylinder diameter, anouter column diameter, and a column height; a square plaque having aplaque height; a stringer having two ends and a stringer length and astringer diameter, wherein said stringer length is larger than saidstringer diameter; and a stopper having a top side and a bottom side, atleast two holes, each of said holes communicating between said top sideand said bottom side, said holes having a hole diameter larger than saidstringer diameter so as to allow one of said ends of said stringer to bepassed from said top side to said bottom side through one of said holes,and subsequently, to allow the same end of said stinger to be passedfrom said bottom side to said top side through another of said holessuch that said stringer is securely held by said stopper and such thatsaid ring, said cylinder, said column ring, and said plaque can beremovably strung on said stringer.
 2. A toy as defined in claim 1wherein said stringer is fabricated from a flexible material.
 3. A toyas defined in claim 2 wherein said flexible material is vinyl.
 4. A toyas defined in claim 1 wherein said ring, said cylinder, said columnring, and said plaque are fabricated from wood.
 5. A toy as defined inclaim 1 wherein the height of said cylinder, said column ring, and saidplaque is equivalent to a multiple of a unit.
 6. A toy comprising: aplurality of rings; a plurality of cylinders, each having an innercylinder diameter, an outer cylinder diameter, and a cylinder height; aplurality of column rings, each having an inner column diameter that islarger than said outer cylinder diameter, an outer column diameter, anda column height; a plurality of square plaques having a plaque height; abase having a front portion and a rear portion; a front side wallperpendicularly attached to said front portion of said base; a rear sidewall perpendicularly attached to said rear portion of said base; abalance board having a first side, a second side, a middle, and a topsurface, said middle of said balance board pivotally attached to saidfront side wall and said rear side wall; a center mass attached to saidmiddle of said top surface of said balance board; and a plurality ofpegs perpendicularly disposed on said top surface of said balance board,each of said pegs disposed at a distance from said middle of saidbalance board equivalent to a multiple of a distance unit, said pegscapable of receiving said rings, cylinders, column rings, and plaques.7. A toy as defined in claim 6 wherein said rings, said cylinders, saidcolumn rings, and said plaques are fabricated from wood.
 8. A toy asdefined in claim 6 wherein said distance unit is equivalent to twoinches.
 9. A toy as defined in claim 6 wherein the height of saidcylinders, said column rings, and said plaques is equivalent to amultiple of a unit.
 10. A toy comprising: a base; a tube holder having atube holder diameter, attached to said base; a tube having an insidetube diameter larger than said tube holder diameter so as to allow saidtube to matingly engage said tube holder; a plurality of balls having aball diameter smaller than said tube diameter so as to allow said ballsto occupy said tube; and a plurality of support arches capable ofsupporting said tube horizontally on a support surface so that said tubeis displaced from said support surface.
 11. A toy defined in claim 10wherein said tube is fabricated from butyrate.
 12. A toy defined inclaim 10 wherein said base and said tube holder, and said support archesare fabricated from wood.
 13. A toy comprising: a base having aplurality of cavities, each of said cavities having a uniform cavitycross section; a plurality of pegs, each of said pegs having a pegheight and a cross section that corresponds to said cavity crosssections.
 14. A toy defined in claim 13 wherein said base and said pegsare fabricated from wood.
 15. A toy defined in claim 13 wherein said pegheight is equivalent to a multiple of a unit.
 16. A toy defined in claim13 wherein each of said cavity cross sections is a circle.
 17. A toydefined in claim 13 wherein each of said cavity cross sections is afigure having more than one side.
 18. A toy defined in claim 13 whereineach of said cavity cross sections has a differing shape selected from agroup consisting of a circle and figures having more than one side.